Robyn's+YAL+Workspace

I am keeping a YAL Blog: []
 * Comment: **// Great, Robyn! If you have not done so, please link your blog on the YAL Blog wiki page! Consider adding some images to your blog as well! Best, Dr. Y //


 * Book List:** 1. The Year of the Dog: Grace Lin (multicultural) 2. Chew on This: Eric Schlosser (nonfiction) 3. Lies Knives and Girls in Red Dresses: Ron Koertege (shortstories) 4. Harry Potter and the Cursed Child: Jack Thorne (Play), 5. The Graveyard Book: Neil Gaimon and Craig Russell (graphic novel) 6. The Crossover Kwame Alexander


 * Comment: **// Would be great to add dates you've completed the titles above. //


 * Reading Bushman 1: Pre-reading**: I have always viewed young adult literature as the literature for preteens or teenagers. Being a special education teacher, I’ve seen students reading significantly above or below grade level, so I do think the ages could vary. I remember seeing the juvenile/teen sections in bookstores, and that’s what first comes to mind for me when I think of books for young adults. Based on observation, young adult books consist of what students in early adolescence are interested. Most frequently, I think of books relating to the challenges of this age group, historical fiction, and the horror stories, but I know young adult literature can encompass so much more.
 * Post-Reading**: From the reading, I felt like a gained a richer understanding of what young adult literature is. It’s more complex than what I had originally thought. Young adult literature, especially that is geared towards high-schoolers addresses developmental tasks and challenges that they are facing as they transition to adulthood, such as physical changes, social relationships, developing a personal ideology and values system, career preparation, and the desire to gain independence. I also had not thought about the structure of the literature such as the language of youth, and protagonists and other characters at the readers age. In my classroom, my students are high-schoolers reading significantly below grade level (early middle school and even late elementary school level). I always had been taught to focus more on literature that was at their reading level, and less on content. The chapter, especially the section on at-risk students, helped me think about how I should include more readings that are relatable especially in regards to culture, age, and gender.

**Comment:** //Yes, choice is key, along with tapping into student interest! We need to provide these opportunities for students! Best, Dr. Y//

8/24/17 //Chew On This//: Eric Schlosser Charles Wilson: The cover was profound-a hamburger w/ bun as a skull and crossbones. I think the start of the book would grab the reader's attention even if informational texts were not his/her favorite. described the scene in a typical fast-food restaurant. The statistics weren't overwhelming but served a purpose.


 * Comment: ** //I love the cover--aptly symbolic! And, so important that we as a society, and especially young adults, make better choices about the food that we eat!//


 * Bushman 11; Wadham 1; CNN** Growing up as a reader I was more exposed to texts earlier in the history such as Pilgrim's Progress through the private schools. I was kind of pushed from children's books to classic literature except for a few book series in the 1980s and 1990s. When I started out teaching, I thought I had to focus on the classics, but young adult literature has so much to offer. I don't want my students to have to feel pushed solely to the classics which they may or not enjoy. Wadham says it's a myth that advanced readers should focus more on what we consider to be texts geared more towards adults and less on young adult literature. I agree it should it is a myth. Readers should focus on what appeals to them and on issues they are currently facing. From the history, I see that young adult literature is evolving. My definition needs to expand to include more criteria such as learning lessons that ultimately results in some development of maturity. I also see from Bushman and Beers that there is often a conflict or struggles that a teenager must overcome, and that the struggles can relate to peers or adults. Also from the CNN article YAL can appeal to both genders and adults.


 * Bushman ch 2 Pre-reading evaluation:** I often use my Kindle as a tool for choosing what to read. I have certain types of books I read (mostly non-fiction anthrozoology, animal rights, food industry, sometimes fiction esp. Charlaine Harris, and graphic novels I love the Batman series based on the 1960s show) I often find new books through recommendations made based on my choices. I also search for authors I like to find other works by them. I sometimes get the sample of the book and use that as a way of determining what to read or whether to continue reading a book. Since I mostly read nonfiction I often judge how good they are based on how the facts are presented. I honestly look at the table of contents and use structure as a guiding factor. I usually read what I pick unless I think the author is too extreme or ideas seem fanatical.
 * Post-reading** what impressed me most about the chapter is how it presented examples of all the literary elements that we have to learn/teach. In school we would always have to locate them through classic literature or poetry. As a teacher, I want to use YA literature to teach the elements; It will be so much more enjoyable and students could relate more than what I had to do. As with all of the chapters we've read I have especially liked how the authors provide and describe examples. One point I hadn't considered about what makes YA literature enjoyable is that the books can end with ambiguity and unanswered questions. I imagine possibilities about what could happen next, and I think having students discuss how things left off can be both fun and meaningful. I also would like to incorporate writing prompts where students can continue the stories


 * Bushman Ch 3 Prereading:** Most times I had to respond to a text it was in a similar fashion, regardless of what level it was. We sometimes had whole class or small group discussion or respond in an essay format. The differences were that in middle/high school I sometimes had to answer factual questions or complete projects. In high school and college often I was required to connect it to previous readings. **Postreading:** I feel I have developed literate behaviors. I am a lifelong reader, but I attribute my enjoyment of reading more to elementary, college, and adulthood, than young adulthood. I studied the classics (pretty much as described in the formula and order of the text) in middle and high school. I enjoyed some of the classics, but reading was less enjoyable in high school because it was either in preparation for the writing test or AP exams. I think that is why I did not get to experience many of the creative reader response types described in the chapter. As a teacher I want my students to develop literate behaviors and an enjoyment of readers. With my students I think young adult novels would be much more helpful with this. Some strategies I’d like to try are the creative drama and the Socratic circle. I found the example helpful but wanted to learn more


 * Comment: ** // I'm glad the chapter and related strategies were helpful, Robyn! Again, reader response is where we as teachers need to START in order to provide our students with a WAY IN to the reading we want, need, and expect them to read. And, incorporating choice iis key as well. //


 * Bushman Ch 3; Nilsen Ch 11 Prereading:** Reading in School: Most texts were classics or chosen by the teacher. We did read some short stories, passage etc. especially for AP exam prompts. Most texts were with state required curriculum. In Ninth grade we had the most choice with reading. Our teacher gave us a list of books (some more modern, Go Ask Alice was the only YAL book on the list) we signed up and presented the book in the required format for the month. The texts were primary focus in the class. We would be reading a book for example Ivanhoe in 9th grade. We had history lessons of the time period; we sometimes looked at art of the time period. We would sometimes have class discussions (teacher led). Like we talked about in class there were teachers with whom you didn't disagree. I would answer questions posed to me but would not share opinions because Then, after covering the book, we would move onto another. P**ost-Readings:** I would have liked to see more variety and student choice when I was in school. In my class, I want to encourage student choice for texts. I want to encorporate more YAL readings in the class because of the appeal to students. Many YAL texts may be a challenge to my students but I think interest will help with motivation and comprehension. Nilsen writes about the use of short stories; I want to include more short stories and passages from texts. My class read the passage we read in class from the House on Mango Street. It went over really well especially with discussion of personal connections. I do want to try thematic units in my class. This is my first year teaching OCS English, so I am struggling with putting the ideas into practice.


 * Bushman 4: Prereading:** Almost all responses to readings were essays (5 paragraph essay, essay for AP exam or writing test) If not it was a study guide or test with short essay questions (paragraphs never about personal connections to texts) we also wrote about writing prompts Sometimes the choice was which classic literature text to write about connecting to the prompts **Post Reading:** The chapter had some great take-aways regarding writing. I didn't know how I felt about the idea of grammar being taught in isolation. I was able to apply what I learned but I see from my students that there may be disconnect between grammar, writing, and reading. I think free writing has been most helpful for some of my students to express ideas. I completely agreed that listening, speaking, reading, and writing are mutually supportive. I liked some of the strategies the authors used when discussing specific books. I've always liked bio poems but haven't done one this year (but plan to). The peer journals also seemed like a great strategy. Twice in high school we were able to write a continuation of a story (Like mentioned for Roll of Thunder, Hear my cry). I think that was one of the most fun experiences I had writing until I took creative writing in college. I want to find a text that I can use with my students so they can have the opportunity I did


 * Beers 8:** Some of my takeaways 1) some students go through a silent phase that needs to be considered 2) some languages like Chinese are especially challenging because of structure 3) native language can be used as a scaffolding technique 4) there is an added difficulty when learning a new concept in a second language 5) language surveys can be provided to all students to learn about current strengths needs preferences etc. 6) the idea of bilingual classrooms seems very effective

Takeaways: People born in the 90s and later have been in a digital reading world their whole lives. I thought the connection-containment-connection idea is a great way of describing how open to different mediums literature is becoming. I also liked the ideas about the connections with games and literature. I play textbased rpgs with developed plot stories (like Final Fantasy). I have also seen books develop from games (like Halo). Games helped my brother develop many of his reading skills.
 * Chapter 15:** The landscape of books is changing. There is a blurring of the lines among books, film, online works, games, and social experiences. YAs want books that are interactive and multimodal. Pettit describes the connection-containment-connection trajectory. The first connection is oral tradition. Print books are the containment. Now literature is connective again because it’s through so many means. Some texts are now anonymous. Fanfiction allows readers to become writers in their favorite stories. Smart phones and tablets can be used to access books. Apps are even being developed based on books. Moloney describes different types of media. **Multimedia** one story many forms one channel **Crossmedia:** one story many channels **Transmedia:** multiple stories multiple forms multiple venues and channels. Some YA novels are born digitally. Video games are becoming a common medium. Some games are side narratives to books. Books are also being developed from games. Technology is also becoming common plot points.


 * Beers Chapter 14:** Takeaways: 1) Kids are engaging in multiple reading and writing spaces outside of school such as podcasts, MMORPGs, digital videos, etc. 2) Strategies and reflections: can start a class blog to discuss class readings independent readings, book reviews etc., chart can be used to evaluate my belief in/use of technology. I need to keep up more with technologies outside of the classroom. Podcasting: I need to locate podcasts for students. A question I had after reading was how to find informative and relatable podcasts


 * Beers 15 & 16 Prereading:** Most of my inquiry based learning was in science or psychology classes and that is where the most positive experiences. I remember a few inquiry and research based activities from school. One of the most positive was connecting our text to Tudor England. I got to create a project on Mary I. There were fewer resources back then but it was fun to use technology for the first time in research and inquiry. The worst experiences were ones where I didn't have any choice especially on the final product. I found I couldn't enjoy them as much. Although, one of the worst experiences was when we got to choose our final product. I chose something that interested me but wasn't something I typically did. I received harsh feedback, and it discouraged me from seeking out anything new. **Takeaways Chapter 15**: 1)Students need to have independence and some control over activities 2) we may not be accurately assessing the challenge of the work (need student feedback!) 3) Goals need to be clear (maybe creating multiple means of explanation rubrics, written directions, oral directions etc) 4) collaboration is key Chapter 16 1) We need to listen to students to break down stereotypes 2) Start with high expectations from the beginning 3) It's important to make it relevant to the students 4) Concept maps are invaluable To inspire confidence in my students I really need to work on acknowledging successes no matter how small. My students have shared that they have been made to feel dumb or that they are in the slow class. I want to show how much confidence I have in their abilities. I also need to work more on bringing discussions of prior knowledge and connections to any readings. Also, one thing I have started doing is asking each student I see with a book about what they are reading. I have a few students that go to the library, so I hope that it will encourage more students through showing interest.

Takeaways: Becoming a good teacher takes a lifetime, Learn from others, accept both positive feedback and criticism. Teachers are always learning, keep goals in mind, technology is invaluable,, teachers must read, write, and teach from literary experiences and passions,, teachers teach from their writing. To me to be a good teacher of young adult literature I need to be consistently reading myself. I need to encourage forms of reading and writing that may differ from my own. I need to branch out to new genres (not just reading primarily nonfiction :) ) I need to learn from my students. I want to encourage them to introduce books to me. To be a good teacher I need to have reading embedded everywhere in my classroom and my lessons
 * Beers Interlude & Afterward**